Title I, Part A District Coordinator Webinar


Good morning and welcome to the first title
one part, district coordinator web and R for the 2018 2019 school year. My name is Aaron
set up I’m a program consultant in the audit and compliance branch here. And joining me today is my colleague jennifer
Akin. Jennifer is the audit and compliance branch manager. Before we begin we have some introductions
and logistics that we’d like to review with you. To submit a question during the call send
an email to Aaron set it at education dot KY dot gov questions will be answered at the
end of the presentation if possible if your question is not included in the web and. R
a consultant will contact you after the presentation. If you need to refer back to today’s presentation
at a later date this webinar will be recorded and posted on the title one documents and
resources webpage the recorded version will meet all accessibility requirements. Previously recorded webinars remain on this
page for one year. But the agenda for today is web and R is as
follows. First we have some reminders including the
expenditure of funds carryover limitation and parent notifications the topics that we’re
going to focus on today R the title one purpose. The role of gemap in the title one program
the importance of documentation it is always will review our resources. So let’s take a look at the expenditure of
funds. This is for the fiscal year 2017 that is school year 2016 17 the period of availability
for school year 16 17 funds and september thirtieth 2018. The award notification for this grant states
the following which districts must adhere to all funds must be spent or encumbered by
September thirtieth 2018 and the final federal cash request must be submitted by december
7 2018. Our goal is for a hundred percent of fiscal
year 2017 funds to be spent or obligated by the september thirtieth deadline please help
meet that goal by ensuring the timely obligation in likwidation of funds in your district. Be sure to double check that your fiscal year
2017 G map application has been submitted to katye before the end of the week next for
going to look at carryover funds. This is going to be for fiscal year 2018. Which is school year 20 17 18? Districts are required to meet the 15 percent
carryover limitation for school year 17 18 funds by september thirtieth 2018 the award
notification for this grant states the following. Which districts must adhere to? Per section 1 1 2 7 8 of S A A district makkari
over not more than 15 percent of title one funds by september thirtieth 2018 please note
that funds transferred from other programs to title one. Are included in the base calculation for that
15 percent carryover all funds must be spent or encumbered by september thirtieth 2019
and the final federal cash request must be submitted by december 6 20 19. Once funds are transferred two title one from
other programs. For example, title two they become title one funds and there are subject
to all of the requirements as title one funds. For example, supplement not supplant. When calculating the 15 percent that maybe
carried over funds transferred in need to be included in that bass number for example
let’s say a district received $500,000 from title one part A.. Then they transfer it in $50,000 from title
two the base number that they would use is 550,000 that is the total amount of title
one funds that they had the maximum amount of carryover would be 15 percent. That $550,000. Next we’re going to look at the carryover
limitation waiver. Districts unable to meet the 15 percent carryover
limitation may submit a carryover waiver to katie. Katie May waive the percentage of limitation
once every three years. If the agency determines that the district
request is reasonable and necessary or if supplemental appropriations for title one
part a become available carryover request. Maybe submitted by the title one coordinator
via email. The request should be brief and include an
explanation of the large carryover and you can send those requests to david Millante
at education dot KY dot gov.. Our final reminder is about parent notifications
were going to look at the parents right to know, which is required by S 0 1 1 1 2 E one
the district must inform parents of students in title one schools of their right to request
information. Regarding the professional qualifications. Teachers and parents educators working in
those schools these notifications should be sent, no later than October you can find more
information on the parents, right to know in our title one part a handbook on page 27. And now Jennifer is going to share some information
regarding the purpose of title one. It’s important to keep the purpose and intent
of title one in mind when designing and implementing your program the purpose of title one as stated
in section 1 0 0 1. The every child every student succeeds act
is to provide all children significant opportunity to receive a fair equitable and high quality
education and close the educational achievement gaps. Title one part A 6 to improve the academic
achievement of the lowest achieving students. Or percentages of children from low income
families to ensure that all children meeting meet challenging state academic content and
achievement standards as we continue with the web and are we will be referring back
to this purpose. And how it is supported by program requirements
SA emphasizes the importance of all students having access to well rounded education previously
under, no child left behind the main focus was increasing academic achievement. In English English Language Arts and mathematics,
well rounded education was why didn’t has widened that focus to include a variety of
subjects. Now, let’s take a deeper look into what is considered well rounded. Education. Some of you maybe wondering what exactly is
well rounded education and that’s a great question. So let’s look. A well rounded education that phrase is mentioned
over 20 times throughout S it is also defined in S 8 1 0 1 52. The definition is also included in the glossary
section of our title one party handbook well rounded education includes courses activities
and programming in a wide selection of academic subjects with the purpose of providing all
students access to an enriched. Curriculum an educational experience. Title one party funds can be used to support
well rounded education, therefore, it’s important to know. Exactly, what subjects are included
in that wide selection? The core academic subjects were introduced
in 1994 under the goals 2000 educate america act core academic subjects represented the
9 subject areas in which students were expected to demonstrate competency. Those subjects included English reading language
arts. Civics and government mathematics. History Geography Science World languages
economics and art with the introduction of well rounded education as an added 8 additional
subjects to the existing list. Of course. Demac subjects expanding list from 9 to 17
so in addition to those core academic subject. I just mentioned as added writing engineering
music health. Technology computer science career and technical
education and physical education. Before we move on we’re going to look at a
snapshot of the impact that title one has across kentucky this data is from the 2017
18 school year. 231,387,663 that’s the total amount of title
one part a funds awarded by U S said to kentucky. Now with those funds approximately 467,898
public schools schools students were able to receive title one services. They receive those services through 914 public
schools. Those public schools are those public schools
902 operated a schoolwide program and 12 operated a targeted assistance program. Katie is responsible for submitting data regarding
the use of title one party funds to U said this data is gathered throughout the school
year from sources such as Gina an infinite campus. Now Jennifer is going to talk a little bit
about the state responsibility for those funds. The state educational agency is responsible
for the oversight of federal grants approving applications, which is found in S at 1 1 1
2 8. Sorry baby monitoring programs. Two CFR, 203 3 1 providing technical assistance. Found in S A, 1 1 1 1 C and submit accurate
data to you essad also found in S A 1 1 1 H. KD must ensure the proper use of grant funds
and programmes support the program purpose and intent of title one these responsibilities
have become even greater in recent years. Just as individual districts can be monitored
by katye can. We monitored by USA it we must ensure that
all programs are in compliance and the proper documentation. Is being maintained. We also want to ensure
districts are continuously improving. So programs are in compliance districts are also evaluating
results and using that information to improve their programs. When your consultant asks you to make a change
to your application or provide additional details details to an air it if it is for
the benefit of both you and your district ancd. The gemap application is one tool katye uses
to ensure the proper use of grant funds and verify that program support title one. What is the considered the consolidated application
that consolidated application includes the following programs title one part a title
one part D title too. Title three title four and title five. Each grant has its own set section for allocation
budgeting in program details. The application for each program must be completed
prior to submission to Katie the individual applications move through the workflow as
one consolidated application. Single workflow upflow grants are submitted
reviewed and approved together. The consolidated application review. Tanee consultants are assigned to work with
districts in review their applications consultants are currently reviewing those submitted applications
the funds for fiscal year 2019 cannot be drawn down until the entire application has been
submitted and is approved by katye. Utilizing resources and contacting your katye
consultant with questions when completing your application helps ensure that your application
will be approved. What this means is that you can call or email
with any questions as you were completing or revising the application your consultant
can even log into gemap and take a look at your application. Before you submit it for review and give you
feedback this helps cut down the number of times the application goes through the workflow
process. The application workflow process has several
layers of approval as you can see in this flow chart. The application starts with the title one
coordinator who is notified that the application is open to be completed the coordinator changes
the status to draft started and complete the application. Once the coordinators finished the application
status is changed to draft completed in the district finance officer receives notification
that the application is ready to be reviewed the finance officer reviews the application
and changes the status to either approved or returned. I’m not approved returned applications are
sent back to the coordinator for revisions approved applications are sent to the superintendent
for review the superintendent then reviews the application and changes the status to
either approved or returned in not approved. Approved applications are submitted to katye
for final approval. Each program consultant katye receives notification
that the application is ready for review that consultant reviews the application and completes
the consolidated checklist accordingly. Once all programs that katye have completed
their review that Katie Finance Officer will either approve the entire application or return
it based on any areas requiring attention adhering to deadline set by Katy helps us
review and return your applications in. A timely manner. Now, I just mentioned the consolidated checklist.
This is a great tool in gemap that you can use when completing or revising your application.
You can see a small screenshot of the checklist on. On your presentation the gmat consolidated
checklist features information and tips for revising the consolidated application pages
marked as attention needed require revisions. You should also check the narrative box for
any comments from your katye consultant. So in this screenshot you can see the name of
the individual gemap page, which is the school personnel and program description page. And that attention needed was selected below
the pagename there’s a list of components required for that page to be approved your
consultant will check any of the items requiring your attention. Open the checklist, which is located toward
the bottom of the sections page and G map and take a look at the comments some sections
maybe marked OK which means they don’t require revision and others will say needs attention. You’ll need to go back to the section that
particular section of the application and make those changes once you’ve reviewed the
consultants comments now speaking of returned applications. Let’s discuss a couple of reasons
why applications might be returned. During the review of our fiscal year 2019
applications are consultants have noticed a couple of common errors that several districts
have made resulting in a returned application. So we’re going to look at some additional
guidance for these pages were going to look at the introduction district requirements
page as well as the equitable services consultation packet. Let’s start with the introduction district
requirement page. This page includes four questions describing
the title one part a plan and activities a title one part a plan is required by S 0 1
1 1 2 for all districts receiving title one funds. Each question refers to a different component
of the plan, that’s been required by SM your answer should be descriptive and address all
components of the question. So let’s quickly review each of the four questions on this
page. As well as the reference to SF. Question one asked for a description regarding
how the plan was developed with stakeholders. And this is required by S A, 1 1 1 2 A one
A. Question two asked for a description of how
the plan is coordinated with other programs. This is an S A, 1 1 1 2 A one B.. Question three is looking for some details
regarding transitions for middle and high school students. This is required by S L,
1 1 1 2 B 10 finally question four refers to reducing. The use of discipline practices that remove
students from the classroom, and that’s required by S 0 1 1 1 2 B 11 most of the responses
that we have received these questions have been fine. Your consultant is looking for a brief description,
maybe three to five sentence is with all the information that the question requests. For example, in question three many districts
are providing us with two or three examples of what the district is doing to ensure student
success at the next level. So that sums up the introduction district
requirements page we’re going to move on to another new component of gemap, the equitable
services consultation package. Unlike previous years the equitable services
consultation packet is now being uploaded to the gemap district document library. In this document is a 24 page packet outlining
the consultation meeting for private schools receiving services from the following programs
title one part at a time one part C title two partnet? Title three part A and title four. District serving private schools are required
to use this package during the consultation process. In previous years districts have been able
to use their own consultation agreement forms. However, Katie has transitioned to a standard
form as a means of ensuring consistency between districts the entire packet must be uploaded
to gemap in the district. Library for each private school receiving
services. Each program section of the pack it features
a check box to indicate if that program is providing services to the private school. Be sure that you’re uploading this packet
in the correct place the district document library is accessed through the main menu
in gemap upload the packet into the equitable services sub folder located within the 2019
folder. You can easily find this by selecting expand
all folders. They’re also instructions for completing and uploading the packet, these
are available in the District document library help for current page remember that is also
located in the main menu of gemap. You can also find them on the ombudsman web
page. Let’s take a quick look at this packet. So
here’s a screenshot of the title one part C section in the packet contains a section
for each federal program that I mentioned earlier. If services are not being provided by a program
please check the box indicating that for the applicable sections and you can see in the
screenshot, I’ve highlighted where the check boxes located. Now within the consultation packet as well
as the program description provided and gemap the district’s responsibility for private
school programs should be clear. It’s very important to remember. Private schools are eligible to receive services
from federal programs not funds the district is responsible for designing implementing
an overseeing the program at the private school. This includes determining what type of intervention
to provide hiring personnel to serve eligible students and monitoring the program for compliance
the consultation pack, it was designed to facilitate dialogue and collaboration. Between the district and participating private
schools as well as ensure that eligible private school students are served according to SF.
So we’ve reviewed two of the more common issues. We’ve seen this year did not hesitate to contact
your katye consultant if you have any other questions about other parts of the application. You can also take a look at our gemap training
video series which provided a walk through of the entire fiscal year 2019 application
and will provide a link to that resource at the end of the presentation. So now we’re going to move on and look at
what happens once an application has been approved. Once your application has been approved. It’s
time to begin implementing the program in carrying out the grant activities the programs
at each school should mirror the descriptions provided in your application. Expenditures proposed in the application should
be accurately reflected in Munis. Now, let’s look at a lining gemap in Munis. G map in Munis are equally important forms
of documentation for the title one part a program the budget expenses approved in the
G map application should be accurately reflected in Munis. When monitoring district consultants will
compare G map and munnis looking for consistency between the two some examples include. School level spending based on, per pupil
amounts provided in gemap you may ask yourself does this amount or does the amount for each
school listed in Munis align with the PPA. Amount in the G map application also check
the funds reserved at the district level in other words does the total amount of funds
spent at the district level match the total amount listed on the district set aside page. Consider personnel paid from title one party
meaning did the salary amounts listed for each schoolmatch, the number of personnel
listed on the school personnel in program description page. If a school is only paying for two FT E or
full time equivalent teacher’s does the amount immunised seem appropriate. Look for corresponding object codes and budget
to make budget amounts have any budget codes been opened that were not included on the
original approved application. For example, if the application did not include any technology
supplies. There should not be funds listed in the technology
supply code in mutus. Remember alignment occurs when gemap is updated
to reflect what is documented in Eunice. The importance of alignment. It is. Up to the district for the frequency of alignment
between gemap immunised infrequent alignment may result in the overspending of funds. At the district level or at a particular school. Title one coordinator should work with the
district finance officer to turn to determine how often to align the programs and ensure
this is done correctly when a approved gemap application is changed the application must
travel. Through the workflow process again documenting
a title one program goes beyond a lining gemap in Munis, there are a number of documents
districts and schools should save as evidence. That S requirements were met and that the
program supported the intent and purpose of title one. Documentation is a key component each phase
of the title one process. It’s the evidence that a program aligns with the purpose and
intent of title one proper documentation is an important part of the title one party program
at both the district in school level. I mean, it’s unnecessary stress during consolidated
monitoring or a desk audit. We’ve created several documentation resources
that are all available on the title one documents and resources webpage these resources include
the title one program documentation article in arm a title one newsletter. Course the title one part a handbook this
contains documentation tips and a suggested filing system for both the district in school
levels are title one part a sample documents folder. Features templates that the district may use
at their discretion. And finally the 2017 18 district consolidated checklist and school
consolidated checklist include questions asked during a consolidated monitoring visit. As well as suggested documentation for each
question. You can use these checklist as sort of a self evaluation to make sure that you’re
saving everything, you should be not wraps up all of our information for today. So let’s
take a look at the resources that we consulted when creating this presentation. Of course, we consulted the every student
succeeds act are gemap training video series Kentucky Para Educator requirements and several
items on our title one parte documents and resources webpage. This includes our newsletters are title one
part a sample documents folder and our previously recorded webinars and finally we consulted
the title one party handbook. Now before we discuss next month’s Web and
R.. I’m sorry. Let’s look at the gemap training
video series which I mentioned earlier. This video series provides a walk through
of the fiscal year 2019 title one party application it contains five short videos video one provides
a basic overview of gemap as well as the introduction district requirements page. Video two discuss is the district set aside
page and personal details district wide pages video three includes information about the
school program description school eligibility and P P A PP. Video four discusses the school personnel
and program description page as well as the services to private schools page the final
video video five looks at the budget page the consolidated state performance report
page and reviewing your application. Now, let’s see if we have any questions about
today’s presentation. OK we do have one question. That’s been sent
and the district is asking I’ve uploaded the consultation packet into the related documents
section. But gemap do I need to move it. I would move it just because there is a specified
place that we want those consultation packets. And this will be really helpful in case another
coordinator needs to look at your consultation packet sometime in the future. They’ll be
able to find it they know. Exactly where it is. So very good question. Next is our contact information if you have
any questions or comments about today’s web and are you can contact either Jennifer or
myself in contact Jennifer At Jennifer Dot. At education dot KY dot gov or you can contact
me at Erin Suddoth at education dot KY dot gov.. I don’t see any additional questions that
have been sent in. So we’d like to thank you for watching today’s webinar.

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